Socialinis darbas

In the process of training a social worker, practical approach is the key element in student's becoming real social worker. During the reflective practising, the student is able to combine theoretical knowledge with practical skills. In situation of practical training student meets a number of influencing factors. Practice field environment, relationship with mentor and colleagues, clients peculiarities, performing practical tasks - all these elements make up a practice field microclimate and accompany student on his way to becoming a social worker. Relationship with the client (very often elderly and ailing adult) in the process of training is particularly important. Overcoming changes caused by the process of ageing, very often brings up the necessity to adapt to new situations in one's life. The way person handles this, depends on such factors as the status of health, cognitive behaviour, individual features, friendliness of surrounding of environment. Changes induced by the ageing process can very often result in denial as well as in person's inability to accept deteriorating looks and physical abilities. Ability to accept changes induced by the ageing usually shows through the strength of person's Ego as well as the ability to respect him/herself and others. In this context student takes place of an opposite pole, opposing his or her youth and experience to the client's stages of the past. This aspect can help the client to reflect critical moments of his life. Student at the same time can grow as an individual, while entering into empathic relation with the client.
During practice, student shapes himself as a future social worker, acquires his or her style of work as well as learns to make cooperation based relationships with colleagues and clients. Working in practice field primarily is a social process - student with the help of mentors learns through emphatic relationship with client. Student, client and even the environment of practice field itself, all actively participate in the process of training. Tutor and mentor represent two different institutions. Their cooperation allows to reach balance between practical skills and theoretical knowledge. It brings the ability to recognize ongoing processes in the field of practice, as well to name them with terms used in social work. This relationship becomes even more important, after naming fundamental difference - practice filed does not participate in theoretical learning, as well as theoretical education establishment does not come in contact with practical training.
This article reviews and analyzes student's practical training in the context of particular training place. We expect, that presented analyzis will provide institutions participating in the process of social training with possibilities to discover new aspects of social activities and will encourage dialogue between theoretical and practical education establishment.